The engineer profile that our developing society requires has ample professional needs, and a strong compromise with the development of quality solutions. Professional growth in the Engineering Programs of Study in general, and in Computer Engineering in particular, calls for work on several levels of abstraction and on the necessity to pose problems and construct solutions through models. We consider that, in order to strengthen the value chain of the teaching-learning processes, we should, explicitly and directly, contribute to the improvement of general and specific competences. The learning through problem-solving and case studies facilitates comprehension and privilege doing as a mode of apprehending concepts. In this paper, we present a proposal that takes into account teaching skills based upon a diversity of problematic, and realistic, situations, for the Requirements Engineering Discipline.